This paper describes a small-scale research project based on workbooks
designed to support independent study of proofs in a first course on abstract algebra.
We discuss the lecturers’ aims in designing the workbooks, and set these against a
background of research on students’ learning of group theory and on epistemological
beliefs and study habits in higher education. We organise our analysis of student
responses around three emerging themes: 1) structured support provided by the workbooks,
2) productive forced study of lecture notes, and 3) engaging with proofs.
Discussion of our data in terms of these themes suggests several considerations for
the design of tasks for independent study of advanced mathematics.

Description:

The final publication is available at Springer via http://dx.doi.org/10.1007/s40753-015-0009-7